Gendered achievement patterns are persistently observed in the English-speaking Caribbean as elsewhere in the Global South. This study examined the role school climate plays in gendered experiences inside St Vincent and the Grenadines schools. We report on findings from a national school climate survey study conducted there that give insights on boys’ (n = 107) and girls’ (n = 118) perceptions of their school environment. Chi-square analyses demonstrate that at the item level, there were few differences in perceptions between boys and girls; however at the scale level, mean comparisons revealed significant differences on four of the eight scales. In each case, these differences reached a medium effect size (Kendall’s tau ≥0.47). We discuss findings in terms of strength and growth areas of these school systems, what the government of St Vincent and the Grenadines may consider for improving school climate, and how future studies can better incorporate student voice.
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